Speech-language pathologists’ perspectives of interprofessional collaboration

ABSTRACT

This study aims to provide insight into speech-language pathologists’ experiences of and preparation for interprofessional collaborative practice across various settings and geographical locations in the United States. We disseminated an online survey via Qualtrics© to reach a representative sample of speech-language pathologists. We questioned respondents about the extend to which they engage in interprofessional collaborative practice, professionals with whom they engage in interprofessional collaborative practice, preparation for interprofessional collaborative practice, and barriers to engaging in interprofessional collaborative practice. Responses from 296 participants were analyzed to describe details regarding speech-language pathologists’ experiences in interprofessional collaboration. Quantitative data included means, ranges, standard deviations, and frequency counts. Open-ended responses underwent analysis through a consensual qualitative approach. Most speech-language pathologists in this study (59%) reported feeling prepared for interprofessional collaboration. Participants reported that they engage in interprofessional collaborative practice with other professionals from disciplines such as nursing, occupational therapy, teaching, physical therapy, and school psychology. To best prepare students for future speech-language pathology practice, participants recommended that students engage in interprofessional education to learn about collaborating with these disciplines. These results could have implications for future design and implementation of interprofessional education activities for students and practicing clinicians.

KEYWORDS:

• Interprofessional collaborative practice
• speech-language pathology
• interprofessional education

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Data availability

Data not available due to ethical/legal/commercial restrictions

Supplementary material

Supplemental data for this article can be accessed on the publisher’s website

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Sarah E. Wallace

Sarah E. Wallace is employed by the University of Pittsburgh

Kelly Farquharson

Kelly Farquharson is employed by Florida State University

Maryann Berdik

Maryann Berdik is graduate of Duquesne University, Dorice Hankemeier is employed by Ball State University.

Lauren T. Foote

Lauren T. Foote is graduate of Duquesne University

Sarah A. Manspeaker

Sarah A. Manspeaker is employed by Duquesne University

Dorice A. Hankemeier

Dorice A. Hankemeier is employed by Ball State University.